Teacher Leaders: Developing Collective Responsibility through Design-Based Professional Learning

Autor/inn/en	Friesen, Sharon; Brown, Barbara
Titel	Teacher Leaders: Developing Collective Responsibility through Design-Based Professional Learning
Quelle	In: Teaching Education, 33 (2022) 3, S.254-271 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Friesen, Sharon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2020.1856805
Schlagwörter	Teacher Leadership; Educational Improvement; Professional Development; Faculty Development; College Faculty; Cooperation; Academic Achievement + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Teaching improvement; Unterrichtsentwicklung; Fakultät; Co-operation; Kooperation; Schulleistung
Abstract	Teacher leaders play a significant role in school and system improvement. Teacher leaders who maintain teaching responsibilities while taking on leadership responsibilities outside the classroom require professional learning. A school district worked with university faculty and professional learning facilitators to develop a design-based professional learning program (DBPL) as part of a design-based research study. Two research questions guided the study: (1) In what ways does DBPL support teacher leaders' efforts in creating the collective collaborative capacity? (2) What is needed for teacher leaders to develop collective collaborative capacity? Teacher leaders (n = 374/500) completed a pre- and post-survey, provided artefacts, contributed to online collaborative conversations, and provided written feedback. Four findings emerged from this study; teacher leaders: (1) increased in leading teacher learning, using resources, understanding school authority goals and leadership expectations, and expanding their professional network; (2) increased in their ability to lead collaboration in their professional learning community; (3) developed trusting relationships within the network of learning leaders; and (4) required a shared or distributed approach at the school level. DBPL empowered teacher leaders to exercise leadership by taking on leadership responsibilities outside of the classroom with a deliberate focus on creating coherence by developing collective responsibility for student success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01